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<p class="apa">This study examines the relationship between mathematics test anxiety and numerical anxiety on students’ mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of the variables for mathematics test anxiety and numerical anxiety. The data revealed that there was a positive correlation between mathematics test anxiety and numerical anxiety on students’ mathematics achievement. Results of the multiple regressions showed that all the variables of mathematics anxieties were statistically significant on students’ mathematics achievement. Non-parametric tests also revealed that mathematics anxiety was statistically significant in measuring students’ mathematics achievement.</p>

Conventional learning is based on low levels of students' participation where students are rarely expected to ask questions or to challenge the theories of the academic. A paradigm shift in curriculum has resulted in implementing student-centred learning (SCL) approach, putting students as the centre of the learning process. This mode of presentation has been implemented in the Malaysian classroom context. However, the shift in focus on learning from the conventional to the SCL has presented Malaysian educators with some challenges especially to move away from the 'chalk and talk' method of teaching used for decades in most classrooms in secondary schools. This study explores teachers' views of SCL approach through individual in-depth interviews. Various themes emerged from the interviews. The findings provides evidence that teachers who exposed students to some elements of SCL, saw students actively engaged in the learning process, aware of their own responsibilities, sense of autonomy inlearning and learned from their experiences. However, there were some challenges and constraints faced by teachers in implementing SCL approach.

This study aims to investigate student satisfaction on quality education services provided by institutions of higher learning in Malaysia. Their level of satisfaction based primarily on the data collected through five dimensions of education service quality. A random sample of 250 students studying in an institution of higher learning was selected for this study. Statistical analysis had been employed to analyze the intensity of these five dimensions and their influence on student satisfaction. The results indicated that instructors, academic courses, learning resources and student's engagement had positive and statistical significant influenced on student satisfaction. This study provides very useful information for the stakeholder to plan and draw appropriate strategies for the dimensions that need further improvement. More importantly, education service quality will determine the sustainability of an institution by looking at the competitiveness of education setting at national and international levels.